Wednesday, June 15, 2016

The Tempest Act 2 Scene 1

As in the storm scene in Act I, scene i, Shakespeare emphasizes and undercuts the capacity of the bare stage to create a convincing illusion throughout Act II, scene i. As the shipwrecked mariners look around the island, they describe it in poetry of great imagistic richness, giving the audience an imaginary picture of the setting of the play. Even so, they disagree about what they see, and even argue over what the island actually looks like. Adrian finds it to be of “subtle, tender, and delicate temperance,” where “the air breathes upon us . . . most sweetly” (II.i.4247). Gonzalo says that the grass is “lush and lusty” and “green” (II.i.5354). Antonio and Sebastian, however, cynical to the last, refuse to let these descriptions rest in the audience’s mind. They say that the air smells “as ’twere perfumed by a fen” (II.i.49), meaning a swamp, and that the ground “indeed is tawny” (II.i.55), or brown. The remarks of Antonio and Sebastian could be easily discounted as mere grumpiness, were it not for the fact that Gonzalo and Adrian do seem at times to be stretching the truth. (Adrian, for example, begins his remarks about the island’s beauty by saying, “Though this island seem to be desert . . . Uninhabitable, and almost inaccessible” [II.i.3538].) Thus the bareness of the stage allows the beauty and other qualities of the island to be largely a matter of perspective. The island may be a paradise, but only if one chooses to see it that way.
Shakespeare uses this ambiguous setting for several different purposes. First, the setting heightens the sense of wonder and mystery that surrounds the magical island. It also gives each audience member a great deal of freedom to imagine the island as he or she so chooses. Most importantly, however, it enables the island to work as a reflection of character—we know a great deal about different characters simply from how they choose to see the island. Hence the dark, sensitive Caliban can find it both a place of terror—as when he enters, frightened and overworked in Act II, scene ii—and of great beauty—as in his “the isle is full of noises” speech (III.ii.130138). Therefore, both Gonzalo (at II.i.147164) and Trinculo (throughout Act III, scene ii), colonially minded, are so easily able to imagine it as the site of their own utopian societies.
Gonzalo’s fantasy about the plantation he would like to build on the island is a remarkable poetic evocation of a utopian society, in which no one would work, all people would be equal and live off the land, and all women would be “innocent and pure.” This vision indicates something of Gonzalo’s own innocence and purity. Shakespeare treats the old man’s idea of the island as a kind of lovely dream, in which the frustrations and obstructions of life (magistrates, wealth, power) would be removed and all could live naturally and authentically. Though Gonzalo’s idea is not presented as a practical possibility (hence the mockery he receives from Sebastian and Antonio), Gonzalo’s dream contrasts to his credit with the power-obsessed ideas of most of the other characters, including Prospero. Gonzalo would do away with the very master-servant motif that lies at the heart of The Tempest.
The mockery dished out by Antonio and Sebastian reveals, by contrast, something of the noblemen’s cynicism and lack of feeling. Where Gonzalo is simply grateful and optimistic about having survived the shipwreck, Antonio and Sebastian seem mainly to be annoyed by it, though not so annoyed that they stop their incessant jesting with each other. Gonzalo says that they are simply loudmouthed jokers, who “would lift the moon out of her sphere, if she would continue in it five weeks without changing” (II.i.179181). By conspiring against the king, however, they reveal themselves as more sinister and greedier than Gonzalo recognizes, using their verbal wit to cover up their darker and more wicked impulses. However, their greediness for power is both foolish and clumsy. As they attempt to cover their treachery with the story of the “bellowing / Like bulls, or rather lions” (II.i.307308), it seems hard to believe that Antonio ever could have risen successfully against his brother. The absurdly aggressive behavior of Antonio and Sebastian makes Prospero’s exercise of power in the previous and following scenes seem necessary. It also puts Alonso in a sympathetic position. He is a potential victim of the duo’s treachery, a fact that helps the audience believe his conversion when he reconciles with Prospero at the end.

Trinculo and Stephano are the last new characters to be introduced in the play. They act as comic foils to the main action, and will in later acts become specific parodies of Antonio and Sebastian. At this point, their role is to present comically some of the more serious issues in the play concerning Prospero and Caliban. In Act I, scene ii, Prospero calls Caliban a “slave” (II.ii.311322347), “thou earth” (II.ii.317), “Filth” (II.ii.349), and “Hag-seed” (II.ii.368). Stephano and Trinculo’s epithet of choice in Act II, scene ii and thereafter is “monster.” But while these two make quite clear that Caliban is seen as less than human by the Europeans on the island, they also treat him more humanely than Prospero does. Stephano and Trinculo, a butler and a jester respectively, remain at the low end of the social scale in the play, and have little difficulty finding friendship with the strange islander they meet. “Misery acquaints a man with strange bedfellows,” says Trinculo (II.ii.3637), and then hastens to crawl beneath Caliban’s garment in order to get out of the rain. The similarity, socially and perhaps physically as well, between Trinculo and Caliban is further emphasized when Stephano, drunk, initially mistakes the two for a single monster: “This is some monster of the isle with four legs” (II.ii.62).
More important than the emphasis on the way in which Caliban seems to others more monster than man, is the way in which this scene dramatizes the initial encounter between an almost completely isolated, “primitive” culture and a foreign, “civilized” one. The reader discovers during Caliban and Prospero’s confrontation in Act I, scene ii that Prospero initially “made much of” Caliban (II.ii.336); that he gave Caliban “Water with berries in’t” (II.ii.337); that Caliban showed him around the island; and that Prospero later imprisoned Caliban, after he had taken all he could take from him. The reader can see these events in Act II, scene ii, with Trinculo and Stephano in the place of Prospero. Stephano calls Caliban a “brave monster,” as they set off singing around the island. In addition, Stephano and Trinculo give Caliban wine, which Caliban finds to be a “celestial liquor” (II.ii.109). Moreover, Caliban initially mistakes Stephano and Trinculo for Prospero’s spirits, but alcohol convinces him that Stephano is a “brave god” and decides unconditionally to “kneel to him” (II.ii.109110). This scene shows the foreign, civilized culture as decadent and manipulative: Stephano immediately plans to “inherit” the island (II.ii.167), using Caliban to show him all its virtues. Stephano and Trinculo are a grotesque, parodic version of Prospero upon his arrival twelve years ago. Godlike in the eyes of the native, they slash and burn their way to power.
By this point, Caliban has begun to resemble a parody of himself. Whereas he would “gabble like / A thing most brutish” (I.ii.359360) upon Prospero’s arrival, because he did not know language, he now is willfully inarticulate in his drunkenness. Immediately putting aside his fear that these men are spirits sent to do him harm, Caliban puts his trust in them for all the wrong reasons. What makes Caliban’s behavior in this scene so tragic is that we might expect him, especially after his eloquent curses of Prospero in Act I, scene ii, to know better.

The Tempest Act 1 scene 2

Act I, scene ii opens with the revelation that it was Prospero’s magic, and not simply a hostile nature, that raised the storm that caused the shipwreck. From there, the scene moves into a long sequence devoted largely to telling the play’s background story while introducing the major characters on the island. The first part of the scene is devoted to two long histories, both told by Prospero, one to Miranda and one to Ariel. If The Tempest is a play about power in various forms (as we observed in the previous scene, when the power of the storm disrupted the power relations between nobles and servants), then Prospero is the center of power, controlling events throughout the play through magic and manipulation. Prospero’s retellings of past events to Miranda and Ariel do more than simply fill the audience in on the story so far. They also illustrate how Prospero maintains his power, exploring the old man’s meticulous methods of controlling those around him through magic, charisma, and rhetoric.
Prospero’s rhetoric is particularly important to observe in this section, especially in his confrontation with Ariel. Of all the characters in the play, Prospero alone seems to understand that controlling history enables one to control the present—that is, that one can control others by controlling how they understand the past. Prospero thus tells his story with a highly rhetorical emphasis on his own good deeds, the bad deeds of others toward him, and the ingratitude of those he has protected from the evils of others. For example, when he speaks to Miranda, he calls his brother “perfidious,” then immediately says that he loved his brother better than anyone in the world except Miranda (I.ii.68). He repeatedly asks Miranda, “Dost thou attend me?” Through his questioning, he commands her attention almost hypnotically as he tells her his one-sided version of the story. Prospero himself does not seem blameless. While his brother did betray him, he also failed in his responsibilities as a ruler by giving up control of the government so that he could study. He contrasts his popularity as a leader—“the love my people bore me” (I.ii.141)—with his brother’s “evil nature” (I.ii.).
When he speaks to Ariel, a magical creature over whom his mastery is less certain than over his doting daughter, Prospero goes to even greater lengths to justify himself. He treats Ariel as a combination of a pet, whom he can praise and blame as he chooses, and a pupil, demanding that the spirit recite answers to questions about the past that Prospero has taught him. Though Ariel must know the story well, Prospero says that he must “once in a month” recount Ariel’s history with Sycorax, simply to ensure that his servant’s fickle nature does not cause him to become disloyal. Every time he retells Ariel’s history, we feel, he must increase both the persuasiveness of his own story and his control over Ariel. This is why he now chooses to claim that Ariel is behaving badly—so that he can justify a retelling of the history, even though Ariel is perfectly respectful. He forces Ariel to recall the misery he suffered while trapped in the pine tree (“thy groans / Did make wolves howl,” I.ii.289290). He then positions himself as the good savior who overthrew Sycorax’s evil. However, he immediately follows this with a forceful display of his own magical power, threatening to trap Ariel in an oak just as the “evil” Sycorax had trapped him in a pine. In this way, Prospero exercises control both intellectually and physically. By controlling the way Ariel and Miranda think about their lives, he makes it difficult for them to imagine that challenging his authority would be a good thing to do, and by threatening Ariel (and, shortly thereafter, Caliban) with magical torture, he sets very high stakes for any such rebellion. For his part, Ariel promises to “do my spiriting gently” from now on.

Monday, June 13, 2016

CHALLENGE

Who can answer this question?


Most of the action of The Tempest takes place on the island. Give THREE reasons, making close reference to the text, why this enhances the effectiveness of the play. 


The first person to email me the answer to this question will receive a prize.
My email address is wolmersatkins@gmail.com


DO YOU THINK YOU HAVE THE ANSWER? WILL YOU WIN THE PRIZE?

LOOKING FORWARD TO HEARING FROM YOU.

End of Year Exams

LANGUAGE

  • 2 papers (Paper 2 is the long paper, Paper 1 is 60 multiple choice)
Paper 2 (2hrs)
  • 3 sections (2 comprehension and 2 essays)
  • section a (2 comprehension passages - expository and poetry)
  • section b (short story or descriptive writing)
  • section c ( persuasive essay)
Paper 1 (1hr 30 mins)
  • 60 multiple choice questions
  • vocabulary
  • tenses
  • comprehension

LITERATURE
  • 3 SECTIONS (2 hrs)
  • Section a (comprehension passage based on Animal Farm)
  • section b (comparative essay on poetry)
  • section c (essay on The Tempest)

Poems to study
  • "Mother to Son"
  • "My Parents"
  • "Little Boy Crying"
  • "Once Upon A Time"
  • "Contemplation On Flowers"
Poetry themes
  • Love
  • Family Relationship
  • Childhood Relationship
  • Admiration
  • Human flaws

Tempest themes
  • Love
  • Power
  • Colonisation/ Civilisation
  • Characterisation (Prospero, Miranda, Antonio, Ariel, Caliban)
  • Gender roles
  • Family relationship

Saturday, June 11, 2016

debate guide

Below are some links to videos of debates:

https://www.youtube.com/watch?v=YhiT48IIx9k

https://www.youtube.com/watch?v=vG8bWVfAM4k



Template for debate speeches 

Note: This document is intended as a guide for writing speeches for a debate. Variations may be 
necessary depending on the type and level of competition. 

First speaker, affirmative team 

Introduction 
1 Good morning/afternoon/evening Mr/Madam Chairman, distinguished guests, teachers and
students.
2 The topic for our debate is ‘that … (Insert the topic of the debate.)’
Definition 
1 We, the affirmative team, define the topic as (Explain what the topic means. Define the key 
or important words in the topic. Use a dictionary to help you. You should make sure that the 
topic is clearly explained in a sentence or two.)
2 We, the affirmative team, believe that this statement is true.
Team split 
1 Today as first speaker, I will be talking to you about (Insert the general heading/s of the 
points you will be talking about.)
2 Our second speaker will be talking about (Insert the headings of the points your second 
speaker will be talking about.)
3 Our third speaker will rebut the negative team and sum up our team case.
Rebuttal 
There is no rebuttal for the first affirmative speaker.
Arguments 
1 I am going to discuss (insert the number of points. There are usually 2 or 3 points) points.
2 My first point is (Insert your first point/argument.) This is because/the reason for this is
(Explain the reason that supports your point.)
3 Now to my second point (Insert your second point.)
4 This is because (Insert a reason that supports and explains your second point/argument.)
(If you have some more points, insert them here in a similar manner.)
Ending
So Mr/Madam Chairman, distinguished guests, teachers and students, in conclusion …
(Finish your debate speech with a sentence that sums up what your team believes. You can use 
humour or a quote or you may say ‘thank you’ to finish.)
 

First speaker, negative team 

Introduction
1 Good morning/afternoon/evening Mr/Madam Chairman, distinguished guests, teachers and
students.
2 The topic for our debate is ‘that … (Insert the topic of the debate.)’
3 We agree with the definition given by the affirmative team.
OR
We disagree with the definition given by the opposition. (If you disagree explain why the 
opposition’s definition is wrong.)
4 However we, the negative team, believe that this statement is false.
Team split 
1 Today as first speaker I will be talking to you about (Insert the general heading/s of the 
points you will be talking about.)
2 Our second speaker will be talking about (Insert the headings of the points your second 
speaker will be talking about.)
3 Our third speaker will rebut the affirmative case and sum up our team case.
Rebuttal
1 The first speaker from the affirmative team has tried to tell you (During the debate, you 
would have listed the main arguments outlined by the first speaker for the affirmative side. 
Insert them here.)
2 This is wrong because (During the debate, write a reason why that point is wrong. Insert it 
here.) 
3 S/he also said that (Insert another point for your rebuttal.)
4 This is wrong because (Insert a reason why that point is wrong.)
Arguments 
1 I am going to discuss (Insert the number of points. There are usually 2 or 3 points) points. My
first point is (Insert your first point/ argument.)
2 This is because/the reason for this is (Explain the reason that supports your point/argument.)
3 Now to my second point. (Insert your second point.)
4 This is because (Explain the reason that supports your second point/argument.)
5 My third and final point is (If you have another point insert it here. You can have as many as 
you like, within the time limit.)
Ending 
So Mr/Madam Chairman, distinguished guests, teachers and students, in conclusion …
(Finish your debate speech with a sentence that sums up what your team believes. You can use 
humour or a quote or you may say ‘thank you’ to finish.)



Second speaker, affirmative team 

Introduction 
1 Good morning/afternoon/evening Mr/Madam Chairman, distinguished guests, teachers and
students.
2 The topic for our debate is ‘that … (Insert the topic of the debate.)’
3 We, the affirmative team, believe that this statement is true.
Rebuttal
1 The first speaker from the negative team has tried to tell you (During the debate, list the 
main arguments outlined by the first speaker for the negative team. Insert them here.)
2 This is wrong because (During the debate you will write a reason why that point is wrong. 
Insert it here.)
3 S/he also said that (Insert another point for your rebuttal.)
4 This is wrong because (Insert a reason why that point is wrong.)
Recap
Our first speaker has already explained (Insert the main heading/s of your first speaker.)
Arguments
1 Today I will be talking to you about (Insert the number of points. There are usually 2 or 3 
points) points. My first point is (Insert your first point/ argument.)
2 My first point is (Insert your first point/argument here.)
3 This is because/the reason for this is (Insert a reason explaining your point.)
4 Now to my second point (Insert your second point.)
5 This is because (Insert a reason that supports and explains your second point/argument.)
6 My third and final point is (If you have another point, insert it here. You can have as many 
points as you like, within the time limit.)
7 This is because (Insert another reason explaining your point.)
Ending
So Mr/Madam Chairman, distinguished guests, teachers and students, in conclusion …
(Finish your debate speech with a sentence that sums up what your team believes. You can use 
humour or a quote or you may say ‘thank you’ to finish.)



Second speaker, negative team 

Introduction
1 Good morning/afternoon/evening Mr/Madam Chairman, distinguished guests, teachers and
students.
2 The topic for our debate is ‘that … (Insert the topic of the debate.)’
3 We, the negative team, believe that this statement is false.
Rebuttal 
1 The second speaker for the affirmative team has tried to tell you (During the debate, you 
would have listed the main arguments outlined by the second speaker for the affirmative 
team. Insert them here.)
2 This is wrong because (During the debate you will write a reason why that point is wrong. 
Insert it here.)
3 S/he also said that (Insert another point for your rebuttal.)
4 This is wrong because (Insert a reason why that point is wrong.)
Recap 
Our first speaker has already stated (Insert the main heading/s of your first speaker.)
Arguments 
1 Today I will be talking to you about (Insert the number of points. There are usually 2 or 3 
points) points.
2 Now to my first point … (Insert your first point/ argument.)
3 This is because/the reason for this is (Insert a reason explaining your point.)
4 Now to my second point (Insert your second point.)
5 This is because (Insert a reason that supports and explains your second point/argument.)
6 My third and final point is (If you have another point, insert it here. You can have as many 
points as you like, within the time limit.)
7 This is because (Insert another reason explaining your point.)
Ending
So Mr/Madam Chairman, distinguished guests, teachers and students, in conclusion …
(Finish your debate speech with a sentence that sums up what your team believes. You can use 
humour or a quote or you may say ‘thank you’ to finish.)


Third speaker, affirmative team

Introduction
1 Good morning/afternoon/evening Mr/Madam Chairman, distinguished guests, teachers and
students.
2 The topic for our debate is ‘that … (Insert the topic of the debate.)’
3 We, the affirmative team, believe that this statement is true.
Rebuttal
1 The first speaker for the negative has tried to tell you (During the debate, list the main 
arguments outlined by the first speaker for the negative team. Insert them here.)
2 This is wrong because (During the debate write a reason why that point is wrong. Insert it 
here.)
3 The second negative speaker has tried to tell you (During the debate, list the main 
arguments outlined by the second speaker for the negative team. Insert them here.)
4 This is wrong because (During the debate write a reason why what your opposition’s second 
speaker has said is wrong. If you have some more points list them as well.)
Summary
1 As third speaker it is your job to summarise your case. You do this by listing the points of your
first and second speaker.
2 Our first speaker spoke to you about (Insert your first speaker’s first argument. Include a 
reason to support this argument.)
3 S/he also spoke about (Insert your first speaker’s second argument. Include a reason to 
support this argument.)
4 Our second speaker told you that (Insert your second speaker’s first argument. Include 
reasons to support this argument.)
5 S/he also said that (Insert your second speaker’s second argument. Include reasons to 
support this argument.
6 Make sure that you have included all your team’s arguments and reasons.)
Ending
So Mr/Madam Chairman, distinguished guests, teachers and students, in conclusion our team
believes …
(As the final speaker for your team it is important to end your speech with a really memorable and 
powerful statement. If you can’t think of anything to say you may say ‘thank you’ to finish.)


Third speaker, negative team 

Introduction
1 Good morning/afternoon/evening Mr/Madam Chairman, distinguished guests, teachers and
students.
2 The topic for our debate is ‘that … (Insert the topic of the debate.)’
3 We, the negative team, believe that this statement is false.
Rebuttal
1 The first affirmative speaker has tried to tell you (During the debate, list the main arguments 
outlined by the first speaker for the affirmative team. Insert them here.)
2 This is wrong because (During the debate write a reason why what your opposition’s first 
speaker has said is wrong. Insert it here.)
3 The second affirmative speaker has tried to tell you (During the debate write what your 
opposition’s second speaker has said. Insert it here.)
4 This is wrong because (During the debate write a reason why what your opposition’s second 
speaker has said is wrong. Insert it here.)
5 The third affirmative speaker has tried to tell you (During the debate write what your 
opposition’s third speaker has said, if that is important. Insert it here.)
6 This is wrong because (During the debate write a reason why what your opposition’s third 
speaker has said is wrong. Insert it here.)
7 Try to rebut as many of the opposition’s points as you can.
Summary
1 As third speaker it is your job to summarise your team’s case. You do this by listing the points
of your first and second speakers.
2 Our first speaker spoke to you about (Insert your first speaker’s first point. Include a reason 
to support this argument.)
3 S/he also said that (Insert your first speaker’s second point. Include a reason to support this 
argument.)
4 Our second speaker spoke to you about (Insert your second speaker’s first point. Include a 
reason to support this argument.)
5 S/he also stated that (Insert your second speaker’s second point. Include a reason to support 
this argument.)
6 Make sure that you have included all the arguments for your team.
Ending 
So Mr/Madam Chairman, distinguished guests, teachers and students, in conclusion we believe …
(As the final speaker for the negative, finish your speech with a really memorable and powerful 
statement. If you can’t think of anything to say you may say ‘thank you’ to finish.)

© Australian Securities and Investments Commission 2015

Thursday, June 2, 2016

PROJECT

3RD FORM PROJECT (THE TEMPEST)
Students will be placed in groups of 4 (due to the number of students per class). Each pair of group will be given a topic to debate. Groups 1, 3, 5, 7 and 9 will be arguing for the topic, and groups 2, 4, 6, 8 and 10 will be arguing against.
Please refer to the rubric for the time allotted for each speaker and how they will be judged.
All members should participate in the debate.

DEBATE TOPICS
Group 1 vs Group 2
“Be it resolved that Prospero is a model of true forgiveness and reconciliation”
Group 3 vs Group 4
“Be it resolved that Prospero is really a villain rather than a victim”
Group 5 vs Group 6
“Be it resolved that in The Tempest, the characters are products of their past experiences.”
Group 7 vs Group 8
“Be it resolved that The Tempest supports the philosophy that two wrongs do make a right.”
Group 9 vs Group 10
“Be it resolved that The Tempest is about colonization more than anything else.”

****Extra****
“Be it resolved that the name of the play should be changed to Prospero’s Island.
“Be it resolved that Antonio is not as bad as Prospero makes him out to be.”
“Be it resolved that The Tempest is about how our view of history shapes the way we view the present.”
OR

“Be it resolved that our view of history (as it relates to The Tempest) is more important than the actual history itself.



RUBRIC





(OPPOSING TEAM)


SPEAKER 1
(6 mins)
SPEAKER 2
(4 mins)
SPEAKER 3
(3 mins)
REBUTTAL
(1 min)

SPEAKER
1
(7 mins)
SPEAKER
2
(5 mins)
SPEAKER 3

(3 mins)
REBUTTAL

(1 min)
Organization and Clarity: 
Viewpoints and responses are outlined both clearly and orderly.             11mrks
/11
/11
/11


/11
/11
/11

Use of Arguments:
Reasons are given to support viewpoint.                                     12mrks
/12
/12
/12

/12
/12
/12
Use of Examples and Facts:
Examples and facts are given to support reasons, with references  12
/12
/12
/12

/12
/12
/12
Use of Rebuttal:
Arguments made by the other teams are responded to and dealt with effectively.                                        6
/6
/6
/6
/5

/6
/6
/6
               /5
Presentation Style:
Tone of voice, use of gestures, and level of enthusiasm are convincing to audience.                                          10
/10
/10
/10
/10

/10
/10
/10
              /10
Total Per Speaker:
/50
/50
/50
/15

/50
/50
/50
             /15
Team Score:
GRAND TOTAL

/165
GRAND TOTAL

           /165
Best Speaker: